Kleuterklanke magazine 1 by Learning Years

Volume 39 no/nr 2 - October/Oktober 2014

KleuterKlanke Learning Years

Last Child in the woods

saving our children from nature-deficit disorder

20 best children books as voted by parents

The Nature Issue 2014 with extreme theme planning

Venda

- fiksie of waarheid -

Theme- Wild animals

N O D o t ns

2 From The Committee / Bestuursbrief 4 Your Questions / Vra Gerus 6 Post box / Posbus - On The Cover / Voorbladstorie 16 Venda 18 Last Child In The Woods 20 Visionary Leadership 74 Twenty Best Books For Children - Articles 8 Nature Deficit Disorder 14 Why I bite 60 Learn Not To Burn 64 Mandela Day 20 Management - Baking / Bak en Brou 54 Siyapheka - Theme Thoughts / Tematyd 28 Theme Wild Animals 30 Art 34 Rhymes 38 Story 41 Daily Theme Discussion 50 Parent Poster / Ouerplakaat 57 Health / Gesondheid 68 Seminar / Seminaar 74 Reading Corner / Ons Boekhoekie 88 School News / Skole nuus 89 AECYC â&#x20AC;&#x201C; Affiliation Form

Editorial / Redaksie Nicolene du Preez Lize Bredell Marthie Stoltz Roeleen Lemmer Mariette van Eeden Graphic Design / Grafiese ontwerp Nicolene du Preez Design & Layout / Ontwerp & Uitleg AECYC / VVOS Printing / Drukwerk LAW Print Advertising / Reklame Lize Bredell Publishers / Uitgewers AECYC / VVOS Distribution / Verspreiding AECYC / VVOS Affiliation / Affiliasies AECYC / VVOS Contact Us / Kontak Ons Tel: 012 667 2028 Fax: 086 642 5855 E-mail: vvosinfo@tiscali.co.za www.vvos.co.za www.aecyc.co.za Opinions expressed in this magazine do not necessarily reflect those of the Editorial Team or the AECYC Committee. The Editorial Team reserves the right to amend or reject any editorial matter or photographs submitted for publication. Acceptance of advertising does not represent the AECYCâ&#x20AC;&#x2122;s endorsement of any product or service, nor is the AECYC responsible for representations made my advertisers. Geen aanspreeklikheid word anvaar vir enige geding wat uit hierdie publikasie mag spruit nie.

From The Committee / Bestuursbrief

There aren’t any magic words that I can say that will make you leap from your bed every morning for the rest of your life exclaiming “I can’t wait to get to school today!”, but I can tell you that if I look back at yet another wonderful and exciting year for the AECYC I feel like leaping twice from my bed in the morning exclaiming “I can’t wait to serve the members of our dynamic association today!” May I have this opportunity to invite you to take a look at what is new and happening in the creative and wonderful world of the AECYC. Dit was tot dusver ‘n propvol jaar met baie baanbrekerswerk wat gedoen is. Die VVOS streef voort om al sy lede te bedien, sodat hulle saam met ons gegrond kan wees op die volgende beginsels; • Die VVOS bevorder goeie, geloofwaardige en ouderdom toepaslike praktyk. • Die VVOS grond ons beginsels op die kinderwet van Suid Afrika. • Die VVOS glo dat kinders leer deur speel and dat groot motoriese en sensoriese ervarings van die praktyk die boublokke is van ons kinders se kennis. • Die VVOS glo dat elke kind die geleentheid verdien om sy unieke en volle potensiaal te bereik. • Die VVOS glo dat daar ‘n toekoms is vir ons kinders en dat ons die geleentheid het om hulle toekoms te stuur in die regte rigting

• Die VVOS glo dat as ons hande vat met almal wat ‘n belange in VKO het ons ‘n sterker stem sal he om kinders ‘n sterker toekoms te bied. • Die VVOS glo in die belangrikheid van die eerste 1000 dae in die jong kind se lewe. • Die VVOS glo dat die as die fondasie in die voorskool gevestig is dat geen kind sal wankel in sy opvoeding nie. • Die VVOS glo dat opvoeding lekker moet wees en dat die jong kind dit moet geniet en sodoende eendag ‘n positiewe bydrae in ons land te lewer. Die lede van die VVOS besef wat ‘n voorreg dit is om deel te wees van ‘n dinamiese vereniging wat daagliks kinders die geleentheid gee om hulle volle potensiaal te bereik.

Kleuterklanke/ Learning Years

The movement of the digital version of the association’s magazine, the Kleuterklanke/Learning Years can be, summarised in a few words: In the face of significant challenges, we made significant progress. The AECYC wants to thank you, our members, for their continued commitment and all that you do to deliver on our purpose – to help improve ECD education in desperate times in need of educational change.

While there is much work to be done and there may be further challenges ahead, we end 2014 Kleuterklanke/ Learning years stronger than ever before and hope to serve our members even more in the year to come. There is ample evidence that we are moving forward on the course we set 71 years ago to impact our ECD community, some of which is highlighted in the progress of our growing membership as well as our well established biannual.

21th century teachers and practitioners. It is our aim at the AECYC to develop with our members into 21th century skilled ECD leaders that are able to do the following: • Assimilate the values and methods of reflecting throughout the information gathering process. • Become experts in understanding and guiding their own learning. • Understand that posing questions leads them to higher levels of understanding. • Acquire habits that lead them towards deeper unNot forgetting our express seminars that already took place derstanding. in 4 of our country’s provinces, • Understand that efficient use of technology to reaching another 300 enthusiastic ECD teachers with our gather, process, evaluate, and present information is an CAPS the play way and Babies and essential skill for all. Toddlers workshops. • Understand that learners are flexible, adaptable, and effective in using tools that generate and respond to Our focus and strategy are clear: We want to promote change, appropriate practice and have well researched training in • Internalise the why and how to effectively search ECD delivered to all our members. It is our vision to equip for, evaluate, select, analyse, interpret, and synthesise apall ECD teachers and practitioners with hands on resources propriate information to problem solving. that can immediately be implemented in the classroom • Understand that bias influences the creation and environment. interpretation of information. The AECYC strives to bring our members up to date with • Understand that assessing their own levels of efnot just the challenges and changes in and around govern- fort, challenge, and personal initiative allows them to take mental departments, but also with recourses and research responsibility for their learning. that is applicable in South African ECD. With this in mind I • Understand that people use prior knowledge to want to thank the Kleuterklanke/Learning years team and learn how to build new understandings and deal with any congratulate them with yet another amazing product that new technologies. will be used to change children’s educational experiences (https://isb21.wikispaces.com/21st+Century+Learner) during 2014 and years to come. It is evident that the AECYC is creating an individual trade Closing mark in the ECD sector, and it is lived out by our memAs we are celebrating our 20 years of democracy in South bers. Africa remember these words by Nelson Mandela: “Our children are the rock on which our future will be built, AECYC moving forward our greatest asset as a nation. They will be the leaders of Recently the words “21st century skills” have become buzz our country, the creators of our national wealth, those who words, however what does this term refer to, and are we care for and protect our people.“ as educators, practitioners, parents and academics ready As the chairwoman of the AECYC I want to extend my apto meet them? preciation to all of our members. Thank you for your great These skills are: work this year; it is because of you that AECYC can end • Creative another successful year. • Flexible • Reflective • Tenacious • Collaborative • Inquisitive • Open-minded The 21st century skills are essential for current and future survival, not just in schools or in the work place, but at large to survive as a living human being in the dynamic changing world around us. The question then arises, what should 21st century children look like? The answer is easy: they should look like their

Regards MarthieStoltz

Your Questions / Vra Gerus

There is a boy in my Grade R class who has a speech problem due to a cleft in his palate. It is very difficult to understand him and I am concerned about him. How can we help him?

The best solution would be to have the cleft repaired or that he gets an obturator (mouthpiece) if medically possible. Once the cleft is repaired or closed his speech and breathing will improve a lot. You can then refer him to a speech therapist to help him with the speech difficulties. For more information you can contact Operation Smile South Africa: southafrica.operationsmile.org or 08000 76453.

Ons maak gebruik van ster- en strafkaarte vir dissipline. Ek ervaar dat van die kinders in my vierjarige klas dit baie erg vind wanneer hulle ‘n strafkol kry en ander se gedrag verbeter geensins daardeur nie. Hoe hanteer ek die kind wat baie hartseer is oor die strafkol en die kind vir wie die strafkolle glad nie werk nie.

Kinders leer beter wanneer hulle iets kan sien. Vir hierdie rede word ster- en strafkaarte gebuik, omdat die kind kan sien wanneer sy of haar gedrag goedgekeur of afgekeur word. Die sterkaart hou moontlik ‘n beloning vir die kind in en die strafkolle veroorsaak dat hy of sy in die moeilikheid gaan beland. Wanneer ‘n kind die reëls oortree, kry hy of sy ‘n strafkol (selfs al is dit ‘n kind wat oor die algemeen baie soet is). Die strafkol word nie verwyder vir goeie gedrag nie. Ek vind by baie kinders dat die strafkol vir hulle so erg is dat die sterre nie meer saakmaak nie. Vir hierdie rede word sommige kinders moedeloos en raak hartseer omdat hulle iets verkeerds gedoen het en nou nie meer goed genoeg is nie. Ander kinders voel omdat daar reeds ‘n strafkol is wat nie weer verwyder gaan word nie, gaan dit nie verskil maak as hy of sy nou meer gehoorsaam is nie, want die strafkol gaan nie weer weg nie. Ek sou aanbeveel om eerder ‘n sterkaart te gebruik waar die kind een van sy of haar sterre moet verwyder wanneer hy ongehoorsaam is. ‘n Ander opsie is om ‘n prent met byvoorbeeld tien blomme (of bome vir die seuntjies) te gebruik. Wanneer die kind gehoorsaam is, is daar ‘n vlinder wat een blom aanskuif. Wanneer die kind ongehoorsaam is, skuif die vlinder een plek terug. Wanneer die vlinder by die laaste en grootste blom kom, is daar ‘n beloning.

Q “Is it possible to identify a gifted child in the pre-school? And how are they different from well stimulated children, please clarify.”

There is more than one term to indicate giftedness. Popular terms often used among others are, exceptional, superior, brilliant, genius, talented, keen-witted and a quick learners. All of these terminologies usually indicate a child whose intellectual abilities far exceed those of his age or peer group. It appears that giftedness is an umbrella concept incorporating all forms of extraordinary achievements demonstrated by an individual. It is however important to note that it also indicates potentiality – a potentiality which both parent and teacher must help to realize.

• Be self-confident. This can only be the case if you are a master of your subject. • Also be available to her pupils outside the classroom. The child will feel much safer and secure if he knows that the teacher’s door is always open. • The teacher must know the child and all aspects of the education occurrence well. It is essential to know the young child in all facets of development. Also allow for children to be different. • Have a good sense of humour and create a pleasant classroom atmosphere. • Have a lot of patience. Together with this, Characteristics of these children are that they are also possess the ability to understand the problems particularly alert, observant, intensely interested with which the gifted child is faced. Have patience in their immediate surroundings from an early age in guiding and assisting the child. and intensely curious about all things around them. • The ability to inspire the child is an imporOther characteristics which fall into this category tant trait. Reach for the sky and open a new world to include attention, concentration, perseverance and children. problem-solving skills. In the young or preschool • The ability to communicate effectively is a child many of these skills may still be hidden, but great asset. An easy manner of communication and there is still a level of difference between the gifted a democratic attitude are recommended. This will child and his peer group at this age. enable the child to communicate his objectives and Early stimulation does play a role and parents who novel ideas easily and freely – another sign of a sedid a lot of stimulation with their children would cure classroom atmosphere. Allow children to share experience the fruit of their involvement. their ideas and allow them to talk about it. The question may be rightly asked whether the • Diligence is a precondition, since the gifted gifted young child should be treated differently to child makes so many higher demands on the teacher. any other child at school as we know teachers and It will be expected of her to work harder and do schools can promote children’s talents. more preparatory work. Some ideas to nurture this are: • Provide stimulation as well as challenges to • Be enthusiastic about working with the gifted children. child, in order to create opportunities for problem• Emphasize discovery learning through solving, ingenuity, originality and creativity. self-direction and independence and make room for • Make sure that you do have not only a broad uniqueness and differences in children. general knowledge, but also expert knowledge in a • Support parents in dealing with their excepspecific direction topic or field. The gifted child has tional children’s needs. so many questions, such a thirst for new knowledge • Use learning materials that are open-ended and expects so many answers that the teacher must and self-directed activities that require active inbe really well read and informed. If you do not have volvement from the child. Provide them with rethe answer be honest and tell the child that you will sources to be able to demonstrate their creativity or look for the answer on internet. different way of doing and thinking. • It is also expected of the teacher to be creative and all your strategies must be modified so that In designing a programme for the gifted young you always simulative and nurture creative out of child it is important once more to note that the child the box thinking and doing. always functions as a totality. Indeed, this harmony • Flexibility in thinking is a further charactershould not be negated in drawing up a programme istic which the teacher should possess. The teacher for the gifted child. who is rigid, static and inflexible will be unhappy when confronted by the gifted child. A willingness to listen to the pupil’s point of view, and accept and acknowledge it. Be open to change as well as to the opinion of the child.

Postbox / Posbus

Hallo Marthie en VVOS span Baie geluk aan jou en die bestuur met die digitale formaat vir Kleuterklanke!!! Dit is wonderlik en ek is seker dit sal inligting baie meer toeganklik maak vir ons voorskoolse onderwysers, ouers en ander belanghebbendes. Mag die organisasie en Kleuterklanke van krag tot krag gaan! Weereens baie geluk Groete Estelle van Wyk DCES: ECD Inclusion Department of Education

Goeie dag Lize Liewer laat as nooit! Die VKO seminaar van 26/7 was ons eerste. Wat Ĺ&#x2030; inspirerende, leersame oggend. Baie dankie vir jul reelings en die moeite. Ons het dit terdee geniet! Vriendelike groete Personeel â&#x20AC;&#x201C; Kiddo Kleuterskool.

Nature Deficit Disorder Reconnecting children to nature

Elvira Burger

ne would have never imagined that people from sunny South Africa would suffer from Nature deficit disorder but sadly most of us with our overscheduled, technology driven lives suffer from this new “epidemic of inactivity”. The way most of us structure our lives, deprives our children from direct contact with nature and the experience of unstructured free play in the out-of-doors. Nature-deficit disorder is not a formal diagnosis, but a way to describe the psychological, physical and cognitive costs of human alienation from nature, particularly for children in their vulnerable developing years. The term was coined by Richard Louv in his book “Last Child in the Woods” that human beings, especially children, are spending less time outdoors. This modern lifestyle hurts our children, our families, our communities, and our environment. Nature deficit disorder may be part of a much larger problem—the over-organization of childhood—rationalized and shrouded by an almost ubiquitous culture of fear. Childhood has moved indoors, and children are paying the price. Whether you live in a security estate or in a wendy house, it is not safe for the kids to play and explore outside like we used to do, when we were kids. One recent study described today’s children as the backseat generation (Karsten, 2005). In affluent commmunities, these are the children escorted by car, to and from school, after-school activities, sports team practices and games, dance classes, and other adultsupervised and structured events.

In poorer comunities these kids would simply be locked up at home where it is safe watching TV or playing computer games. Louv shared that no child can truly know or benefit from nature if the natural world remains behind glass, seen only through windows or on screens and computer monitors. This rapid disengagement between children and direct experiences in nature… has profound implications, not only for the health of future generations but for the health of the earth itself So why is nature devicit disorder a problem? • Sedentary lifestyles and physical inactivity has lead to numerous health problems plaging children today like obesity, asthma and the onset of “ once adult conditions”, such as diabetes, cardiovascular diseaseses and hypertension. • Emotional health, mood disorders, attention defecit disorder and sensory integration disorders are household names today and impacting our children’s lives. There is growing evidence that indicates direct exposure to nature is essential for children’s physical and emotional health, improving their cognitive abilities and resistance to negative stresses and depression. Recent studies has found that proximity to nature and exposure to natural settings enhanced children’s cognitive abilities especially in terms of executive function and significantly reduced stress. Direct experience in nature increased children’s attentionspans and abilities to focus, their creative thought processes, problem-solving abilities, self-discipline, and self-regulation. 9

• Lower grades in school also seem to be related to Nature Deficit disorder. Recent studies show that schools using outdoor classrooms and other forms of experiential education produce significant student gains in social studies, science, language, arts, and math” • Our children are losing their ability to experience the world directly, which in turn contributes to a growing inability of children to relate to others’ life experience as well. In one study, children were better able to define global warming and describe the rainforest and the impact of deforestation in the Amazon basin, but they had no idea what plants grew in their own backyards or what watershed would be affected if they litter in the street outside their house.

Despite our media driven fears, we as parents need to allow for opportunities of exploration and controlled risk taking in the outdoors. It is a good idea to join up with a group of families or organizations like The Mountain club of South Africa, the Scouts or Voortekkers, to create a safe environment where kids are also allowed to experience unencumbered time to roam. Don’t forget to weight the risk of what happens to children’s imagination and inner life if we keep them inside because of our fears. Practical ideas: There are so many fun activites you can do with your child in your own backyard like building a treehouse, setting up swings or fabriHow can I prevent Nature cating ladders so deficit disorder? they can climb Start by scheduling outdoor time. Literally the trees. Geochasing is another practical write on your calendar “gone fishing” or technology driven scavengerhunt that kids of whatever you need to write to ensure that you all ages would enjoy. and the kids get time on a weekly, preferably daily basis to spend some outdoors. There are lots of fun activities one can do in your own backyard during the week. It is the only way to ensure that you and your family have time Elvira Burger is an Occupational therato stop and smell the roses. Just be careful to pist in Wonderboom South, Moot area. try and over organize outdoor time. You need to understand what drives creativity. Several studies have shown that nature fosters creativity and calms children struggling with information overload. Rocks, insects, sticks, water or whatever you find in nature, are the best kind of toys, since it has the potential to be anything, unlike battery operated toys or action figures. 10

She can be contacted at 076 808 2777 or at e.burger@aol.com

Here are 6 practical activities you can do in 5 minutes or less in your own backyard or school playground, during your weekly “gone fishing” time slot.

1. Sprout Your Socks This idea came from Lynn Brunelle’s book, Camp Out!: The Ultimate Kids’ Guide. It is a wonderful activity for any age and has an added benefit: using all those stray socks that don’t have matches. Once outside, you and your child put a sock on OVER your shoe and go for a nature hike. You could hike around your yard or hike around a park. The point is to get the sock dirty and pick up any seeds that might attach themselves. After the hike is over, put the sock in a plastic zip bag with a squirt of water. Tape the bag on a window in a sunny place and check daily to see the sock slowly sprout to life. After the sock sprouts, you and your child can investigate what types of plants might be growing on the sock. Your child may never view socks the same way again.

2. Turn over a rock This activity is as simple and as powerful as you can get. Simply find a rock to turn over and observe. Just be careful, this is Africa and we do have scorpions • What kind of insects do you see? • What patterns in the dirt can you find? • Are there any slug trails or worm holes? Your child may want to find different rocks and compare the findings, or look under the rock during different times of the day and see the differences. After the exploration, the book “ Under One Rock - Bugs, Slugs, and other Ughs” by Anthony Fredricks and Jennifer DiRubio is an excellent book to use as a prompt to talk about the experience.

3. Wildlife Hunt Have you ever thought about having a nature hunt inside your house? This 5 minute activity shows children how wildlife can live in your habitat, too. All you need is a flashlight and a little bravery. You and your child can look for signs of life all around the nooks and crannies of your house or apartment. There might be a spider web on a baseboard, an insect on a screen, or something interesting on the inside of a windowsill. Identifying the evidence of wildlife becomes a natural next step.

4. Five Senses” Wildlife hunt • • • •

What signs of life does your child hear? What does the bark of a tree feel like? What does that blade of grass smell like? What signs of wildlife might be easy to see? 11

5. Nature Alphabet “Mom! That stick looks like a “T!” After a big rain and wind storm came through, we had several sticks that had fallen in our yard. What a great opportunity to create a stick alphabet. My sons started collecting sticks, organizing sizes, and started thinking about what we would use to make all the different letters; a short stick to connect an “H” and a acorn to dot an “i.” After the alphabet was complete, we rearranged the sticks to create words. Not only was the alphabet reinforced, but our yard was cleaner too. Discovering Nature’s Alphabet by Krystina Castella and Brian Boyl is a visually stunning book that encourage you and your child in this adventure. Although Nature Deficit Disorder, is a world wide problem, we in this beautiful country of ours are privileged to be able to get outdoors in the most spectacular outdoor scenery. We have no need to suffer from the epidemic of inactivity. We just need to plan ahead and schedule time to get outdoors. I remember my mom telling me when I was little, to go outside and play. Turns out, my mom was right. There was a lot of wisdom in that little phrase “go outside and play” References: Castella, K. and Boyl, B “ Discovering Nature’s Alphabet” ( 2006) Driessnack, M. “Children and Nature Deficit Disorder” Journal for Pediatric nursing, 12 January 2009 Black. R. “Nature deficit disorder damaging Britains children” BBC News. Brunelle, L. “ Camp Out!: The Ultimate Kids’ Guide.” 2007 Louv, R. “Last Child in the Woods: Saving Our Children from Nature-Deficit Disorder” (2005) Fredricks, A and DiRubio, J “ Under One Rock - Bugs, Slugs, and other Ughs (2004) Gardner, M. “For more children, less time for outdoor play: Busy schedules, less open space, more safety fears, and lure of the Web keep kids inside”, Christian Science Monitor, June 29, 2006 Ward, J. and Love, R. “I Love Dirt: 52 Activities to Help You and Your Child Discover the Wonders of Nature (2008). Karsten, L. It all used to be better? Different generations on continuity and change in urban children’s daily use of space. Children’s Geographies, (2005). Burdette, H. L., & Whitaker, R. L. Resurrecting free play in young children: (2005).

mall children have not yet learned how to communicate their needs and emotions effectively, thus they might bite or pinch their friends to give them the message that they are not approving of the current situation. In most of these cases the child is feeling angry, frustrated, irritated or even overly excited. They have a feeling that needs to be expressed – now! A few reasons why children bite their friends In most of the cases a friend did something the child didn’t approve of and the child sends his friend a message by biting (or pinching) him. He gets his friend’s attention for sure! • Children thrive on structure and routine. When there is a chaotic environment, he feels as if everything around him is out of control and he might seek a way to get rid of his anxiety and discomfort.

• Overstimulation makes children feel irritated and tired which can also cause a child to behave inappropriately. • Leaving your child with nothing to do leads to boredom and as you know, ‘boredom is the devil’s new playground’. • When a child is experiencing stress due to changes in the family, trauma or any other reason, he might bite a friend to redirect his own frustrations, anger or sadness.

• Diet also plays an important role in children’s behaviour. A child eating too much sugary foods and carbohydrates gets irritated easier.

• Tiredness and hunger makes a child feel irritated, which is enough reason to lash out towards the person closest to him or her. • There are instances where children use biting to manipulate boundaries. 14

and test the

How to handle the situation When one child bites another, stay calm. Determine what caused the child to bite. Did something happen? What made him angry? What was he doing at the time? What was his environment like? Did he eat enough? Did he sleep enough? When you know what might have caused his behaviour, acknowledge his emotion. “I know you were angry because you did not sleep enough, but you can’t bite someone because you are angry.” Give him or her alternatives like: “Next time when you feel angry, rather go and kick the ball or take a deep breath,” or “if your friend is taking your toys, tell him that you don’t like it.”

If necessary seek professional help. When a child uses biting as a means to manipulate, he needs to bear the consequences of appropriate discipline. Make sure your style of discipline is practical and is effective. Dealing with anger in the early years Anger is a normal reaction to unpleasant events. Children need to learn to handle anger appropriately.

When one child bites another, stay calm

When a child gets angry, acknowledge the emotion: “I can see you are angry.” Give him alternatives to deal with the anger like doing star-jumps, to kick a ball or take a deep breath.

The child needs to work through the emotion; You can practise these alternatives using keeping it all inside is no good. Be his rolehand-puppets or doing role-play. model and mentor to understand and commuIf it is necessary, change the environment to nicate his emotions appropriately. eliminate overstimulation or boredom. If biting is caused by a traumatic or life-changing experience, help the child to deal with those emotions in a safe environment.

Wietske Boon Play Therapist www.childtherapist.co.za

ENDA

n Besoek aan Venda - fiksie of waarheid.

‘

Nicolene du Preez

ie klank van klokke om die beeste se nekke klink idillies in die verte terwyl die oggendluggie saggies verdwyn en die Afrika son sy kop sonder skaamte tussen die Kremetartbome deur dwing. Donkiekarre dwing die daaglikse spits verkeer af tussen klip en sand. Kinders daag een vir een op vir ‘n nuwe dag by die skool en so begin die daaglikse verhaal van honderde kinders in Venda. Met eie verlange na vars lug, sonskyn en natuur lewe met geen gejaag, worstel jy met gevoelens van hulpeloosheid.

Hoe is dit dan moontlik na 20 jaar van demokrasie dat daar steeds dele van ons land is waar kinders se regte aan die kortste ent trek? Is dit moontlik dat daar kinders vergete en verlate sit met geen hoop vir die toekoms? Kinders wat nog nooit die voorreg gehad het om met klei te speel, of om verf op papier te smeer nie. Waar bokskonstruksie nie vir speel is nie maar, maar deel maak van alledaagse oorlewing, soos om die vuur aan die gang te kry en om die volgende maaltyd op die tafel te voorsien. ‘n Uittreksel uit die Jaarlikse Vorderingsplan vir 2013-2014 deur die Departement van Maatskaplike ontwikkeling lui as volg: “Early Childhood Development (ECD): As part of its ongoing efforts to improve the foundation phase of education in South Africa, the Department will intensify its efforts to raise awareness of and increase access to its ECD sevices. These services play a vital role in the development of children by placing them in an educational environment that helps to shape their social, cognitive and emotional skills. Global evidence indicates that investment in ECD leads to better educational outcomes and greater earnings as adults”. (www.dsd.gov.co.za) Tog wek dit kommer tot watter mate hierdie visie in ons land uitspeel en wie waarlik die vrugte van vroeë kinder ontwikkeling gaan pluk. Suid Afrika se kinderwet laat ‘n mens opnuut dink oor kinders en die stand van ons huidige onderwys.

Volgens die kinderwet behoort die kinders in Venda dieselfde voordele te geniet. Die voordele in die kinderwet wat eintlik ‘n kinderreg is. • Kinders het die reg om na geluister te word. • Kinders het die reg tot goeie onderwys. • Kinders het die reg tot kinderontwikkeling. • Kinders het die reg op goeie gesonde verhoudinge. • Kinders het die reg om veilig te wees.

Hierdie is ergter nie net die geval in Venda nie. Daar is talle kinders in Suid Afrika wat dieselfde onreg ervaar, sonder dat hulle eers bewus is van enigeiets beter.

Is dit nie dalk tyd dat ons as VKO kundiges en belangstellendes ons stem dik maak nie? Is dit nie dalk tyd dat dat ons die fasette van VKO sterker onder die aandag van ons regering moet bring nie? Maar is dit nie ook hoog tyd dat ons as verantwoordelike Suid Afrikaners ingryp en self met ‘n aksieplan vorendag kom nie?

“K

ommunistiese Demokrasie is waar klomp honger wolwe en ‘n klein lammetjie elk hul stem moet laat hoor oor wat op die spyskaart vir ete behoort te wees: Vryheid is wanneer ‘n swaar gewapende lammetjie as beoordelaar oor dié stemmery optree”. – Benjamin Franklin

A BOOK BY

RICHARD LOUV

LAST CHILD IN THE WOODS SAVING OUR CHILDREN FROM NATURE-DEFICIT DISORDER

I magine a time when children no longer

playoutdoors, when their laughter disappears from woods and fields, when they no longer knowthe wonder and joy of nature. For many children, that time is now. Richard Louv’s book Last Child in the Woods: Saving Our Children FromNature-Deficit Disorder reveals why children (and the rest of us) need direct experience with nature and includes new research that shows the necessity of direct experience in nature to healthy “The growing separation of children from nature, unless reversed, will drive future families deeper into their cocoons, removing them not only from natural experiences, but from many social contacts.”

development. Last Child in the Woods explains the social, psychological, and spiritual implications of the changes – and proposes ways to heal the broken bond. Today, kids are aware of the global threats to the environment but their physical contact, their intimacy with nature, is quickly fading. At no other time in our history have children been so separated from direct experience in nature. 18

NATURE DEFICIT DISORDER A s described by Louv, “nature-deficit ‘disorder’is not a medical diagnosis, but a description of the human costs of alienation from nature. Among them: diminished use of the senses, attention difficulties, and higher rates of physical and emotional illnesses. This disorder damages children; it also shapes adults, families, whole communities, and the future of nature itself. Yet, exciting new studies show us the benefits -- biological, cognitive and spiritual -- when we give the gift of nature.” DISCONNECT FROM NATURE

Competition from television and comput-

ers, more homework and other time pressures, and lack of access to natural areas is keeping kids indoors. While technology is expanding our access to the virtual world, it is diminishing our children’s access to the physical world in a multitude of ways. Fear plays a large part in this – fear of traffic, of crime, of stranger-danger and of nature itself. The number of child abductions by strangers has been falling. But fear dominates family life. The boundaries of children’s lives are growing ever tighter.

A 1991 study of three generations of nineyear-olds, found that, between 1970 and 1990, the radius around the home where children were allowed to roam on their own had shrunk to a ninth of what it had been in 1970. Parents not only fear strangers – but the outdoor air itself. Indoor air pollution is the nation’s number one environmental threat to health —

nature can increase a child’s (and an adult’s) powers of concentration. In addition, anecdotal evidence strongly suggests that creativity is stimulated by childhood experiences in nature. Environment-based education dramatically improves standardized test scores and grade-point averages and helps children develop skills in problem solving, critical thinking, and decision making.

“If nature experience continues to fade from the current generation of young people, and the next, and the ones to follow, where will future stewards of the earth come from?”

RECONNECTING CHILDREN WITH NATURE

What you do is less important than how you do it. One of the most important gifts to give a young person is an infectious enthusiasm for the outdoors. This gift will last for the rest of and it’s from two to 10 times worse than out- a child’s life – long after the video games have door air pollution, according to the disappeared. Some ideas for making a Environmental Protection Agency. We’ve difference in a child’s life today: tried to recreate nature in artificial environments, but these aren’t necessarily 􀃕 First, rediscover your own nature connection. If you missed out on nature when you were a kid, healthy. now’s your chance. Consider the traditional Pediatric Nursing journal reports that indoor nature activities: gardening, hiking, fishing. ball pit playgrounds at the fast food “I like to play indoors better ’cause that’s where all the electrical outlets are,” reports a fourth-grader. Never before in history have children been so plugged in—and so out of touch with the natural world.”

restaurants can spread serious infectious diseases.

􀃕 Go backyard birding; collect bugs; look for animal tracks. In the spring, catch tadpoles, transfer them to an aquarium and watch them transform into frogs — then return the frogs to the wild. 􀃕 Get to know a ten-square-yard area at the edge of a field, pond, or pesticide-free garden. Look for the edges between habitats: where the trees stop and a field begins, where rocks and earth meet water. Life is always at the edges.

􀃕 Keep a nature journal; sketch leaves or clouds – or frogs. Later, at home, color the drawings and THE HEALING POWER OF NATURE press a flower between the pages, and add details about the weather. Or write a tale from the point A s children’s connections to nature diminish of view of the bee.

and the social, psychological, and spiritual implications become apparent, new research shows that nature can offer powerful therapy for such maladies as depression, obesity, and attention-deficit disorder. Experience in

Management / Bestuur

VISIONARY LEADERSHIP Erich

any centres in the ECD sector in South Africa, including ECD leaders and managers themselves, are kept prisoners by the absence of a vision that lives in their human hearts. The vision statements in some ECD centres hang on the office walls, nicely framed, but lack the ability to keep leaders focused while they face the brutal facts of the educational reality. Leaders sometimes forget to focus on the summit while clearing the path. Many ECD centres across South Africa are bursting with learners who will be the accountants, engineers and doctors of the future, those the country desperately needs, but they fail to prepare learners properly and lay a solid foundation for formal schooling. To turn this situation around, leaders and managers in the South African ECD sector need to become visionary leaders! Dr. Kobus Neethling, President of the South African Creativity Foundation and creativity expert, explains four places (zones) from where a leader and manager could function. 20

Cloete

eaders and managers in the South African Early Childhood Development Sector need to function from the Beyond Zone and become

â&#x20AC;&#x153;BEYONDERSâ&#x20AC;? if they are to face the everyday challenges successfully, while delivering quality education to the many preschool learners in South Africa. They need to create or recreate the vision of their schools in such a way that it comes alive for everyone involved. It is their responsibility as leaders to create a positive future for every ECD centre and through this process, improve the sector. The ultimate goal would be an ECD sector that is trusted by our country to provide learners with a solid base, preparing them properly for the formal schooling system starting in Grade One.

How do visionary leaders react when they operate from the beyond zone? •

They are not

afraid to face the

brutal reality of their situation;

• They face their fears head on, think very specifically about them and find practical ways to deal with them; • They focus on what’s possible within their current reality (possibility thinking) and find ways to make the impossible happen – they conquer their fear, find solutions and speak possibility language; • They create a vision in which their staff can invest every ounce of themselves, one that will become their driving force, their life’s work;

• They engage the hearts of their staff in what they do every day and they connect them to a cause higher than themselves. They give them a purpose. They teach them to see what the future would be for a learner entering Grade 1 lacking a proper foundation.. They show them the impact such an adult would have on the economic growth of our country. When teachers in the ECD sector are

inspired by some great purpose, their

thoughts break their bonds. Their minds transcend limitations, their consciousness expands in every direction and they find themselves in a new, great and wonderful world. Talents come alive and they

discover themselves as greater people,

more than they ever dreamed themselves to be • Leaders create passion, stay focused on the bigger picture and ultimately honour the lives of the people they lead by allowing them to manifest their highest potential through teaching and education.

• Leaders define reality for their people. They show them a better, brighter, more enlightened way to see the world, the ECD sector and their centre. A visionary leader takes the challenges her staff experience at her ECD centre and reframes them as

opportunities for growth, improvement and success; •

Leaders constantly reaffirm their

purpose; they offer their educators hope

by showing them that a higher reality exists for them if they keep moving in the direction of the vision; 21

avid Grier is best known for the 2006 “Miles for Smiles” challenge in which he and Braam Malherbe ran, walked and climbed the entire 4 200 km length of the Great Wall of China in just 98 days and raised awareness and money for Operation Smile. Driven by passion, Braam and David drew on their deeper selves to fight the physical pain of running a marathon per day (42.2 km) over some of the harshest terrain on earth for 98 gruelling days. With the hottest day at 41 degrees in the Gobi desert and minus 22 degrees on the highest mountains, they covered 4 218 kilometres.

rofessor Tim Noakes of the Sports Science Institute of South Africa said before the journey: “What these guys are going to attempt is physically impossible”From David’s blog about the run:“With the 3 000 km mark drawing near and 3 months on the wall, it is really difficult to conceive what I have already been through. The desert seemed never ending as we travelled up the Hexi corridor along the silk route from Jauyigian.”From Braam’s webpage:“Passion is the driving force of my life. It is real, tangible, I can taste it. It connects me to the greater whole, to the soul of things.

I passionately embrace change to prove that nothing is impossible.

here are no limitations except the ones we impose in our minds.”

• In the beyond zone as a visionary leader, leaders should do things they have never done before or at least, they must be prepared to do them; • They lead and manage their schools in the ECD sector like they have never done before. They lead with passion. They find ways to get results. They do it because the vision living in their heart drives them. They believe in making the impossible possible! • They assume total responsibility and they push themselves to extreme limits!

or the benefit of the whole of South Africa, all ECD leaders and managers need to drive education at their centres from the beyond zone with the same dedication and commitment as David Grier and Braam Malherbe faced their challenge . Why from the beyond zone? It requires a new, higher level of thinking, a complete new mental attitude which stems from the way they condition themselves. Remember, an attitude starts with a thought.

houghts stimulate emotions which then result in an attitude which finally produces behaviour. Visionary leaders need to be aware of this in order to eliminate or decrease any toxic thoughts they might have and to keep their vision alive. To solve and overcome our educational challenges, leaders and managers in the ECD sector need to function at a higher level of thinking, combined with the passion and emotional engagement engendered by a vision that’s alive.

Albert Einstein said – “The world we have made as a result of the level of thinking we have done thus far, creates problems we cannot solve at the same level of thinking at which we created them.”

Karin Stedall www.preschoolthemes.co.za Orders: Ilette Strydom Cell: 082 4490 574, Fax: 086 514 1051 E mail: epos@groep7.co.za PO Box 14717, Sinoville, Pretoria 0129

Pre-school Themes Welcome to Pre-school themes where planning and preparation is made easy. Each theme manual contains lessons and activities for the 3-6 year olds which are aligned to the subjects and content, concepts and skills for the Curriculum and Assessment Policy Statement (CAPS) with integration for Grade R. Each of the 43 theme books contains all the lesson plans, activities, creative activities with diagrams, templates, rhymes and songs and resources that you will need to bring the theme alive in your classroom. An added advantage is that these books are written for the South African market so the many cultures and traditions are honoured.

Each theme book contains the following: • • • • • • • • • •

Concepts Theme table ideas Theme table heading and words A weekly lesson planning grid A weekly play area planning grid Templates and pictures Educational toys and resources to make Each lesson is written out in full listing the requirements you need for each activity and how to present the lesson or activity Each theme includes language discussions, creative activities, music and movement, rhymes and songs, drama, games, mathematics and stories. Each lesson is linked to the outcomes for the Grade R teachers with integration

The following themes are available: Theme Air transport Autumn Big school Birds Caring for our world Christmas Circus Clothes Colours Colour red (Valentine) Day and night

Theme Dinosaurs Doctor & hospital Easter Farm animals Fire Fruit Garden visitors Hands Land transport Me and my body

Theme My family My five senses My home Opposites Pets Reptiles Safety Sea and beach Shapes Shopping &money South Africa

Theme Space Sport and balls Spring (1 Sept) Summer Teeth and dentist Trees and wood Vegetables Water Water animals Wild animals Winter

Each theme manual costs R40 excluding postage. You can order any amount of themes. If you order 35 or more books the postage is free and you receive a free plastic container to store your books. To order the theme books please visit www.preschoolthemes.co.za for an on-line order form or an order form to fax. Ilette Strydom in Pretoria handles all orders. Her contact details are in the letterhead.

Theme: Wild animals

Each theme manual contains the following • • • • • • • • • • • • • • • • •

Concept web Theme table Theme table words Weeks lesson plan Weeks play area plan Individual lesson plans for one week (20 lessons) Templates Theme pictures Language discussion Creative activities Rhymes and songs Games and movement Mathematics Stories Perceptual skills CAPS content and skills Integration

Theme Thoughts / Tematyd

wild animals

Theme: Wild animals First ring

Day 1

Concept: Elephants

Ages: 3 – 6 y

Language discussion and Beginning Knowledge You will need: • Pictures of elephants • Non-fiction books about elephants • A plastic elephant

Introduction

Read the rhyme to the learners: The elephant Ask the learners what animal is in the rhyme and what can they tell you about the elephant The elephant is big and strong His ears are large, his trunk is long He walks around with heavy tread His keeper walking at his head

Main body

Discuss the following points showing pictures of elephants. Compare humans to elephants – what do we eat and drink and what does an elephant eat and drink. Compare body parts too. Elephants are big animals with a grey leather-like skin. They have four legs with large feet and a short tail. The head has two large ears which are used for keeping themselves cool. They have a long trunk which is used to drink water and to collect leaves and small branches from the upper parts of trees and bushes. A mouth is under the trunk. The elephant transfers the food from the trunk to the mouth where it is well chewed. They have two large tusks made of ivory on either side of the mouth. Elephants have small eyes. Elephants like to spray water and mud over their hides. Elephants move around in herds. An elephant makes a trumpet like sound. Elephants live in the open veld and will shelter under trees when it gets hot. The elephant is the largest animal. They can run fast when angry. There are two kinds of elephants: African elephant and Indian elephant. The ears are different. Daddy: Bull Mommy: Cow

Conclusion and activity

Drama: Act out the rhyme from the introduction. The learners say the rhyme a few times and then move around like an elephant holding their arms in the front of their faces for the trunk

Subjects, study areas, skills, content and integration Subject: Home language Skills: Listening and Speaking • Participates in discussions and asks questions • Listens and responds to simple questions • Sings simple songs and does action rhymes • Talks about pictures in posters, theme charts, books Life Skills: Beginning knowledge

Topic: Wild animals Context: Elephants • Description of an elephant • Habitat • Behaviours • Sounds and gender names

Theme: Wild animals Creative activities

Day 1

Concept: Elephants

Ages: 3 – 6 y

Main activity: Collage an elephant using torn egg boxes

Skills: Eye-hand co-ordination, small muscles, large muscles You will need: Diagram: • Elephant template • Paper • Glue and glue brushes • Grey egg boxes • Black wax crayon The teacher will The learners will Trace an elephant outline for each learner. Tear the egg Trace on the outline of the elephant using a black wax boxes into smaller pieces crayons. They will tear the egg boxes into smaller pieces and paste them into the elephant outline. They will complete the picture at the side table  Year olds: Tear the egg boxes into smaller pieces for this age group. Cut the elephants out for this age group and then let them collage it and paste it back onto the page. This prevents them from pasting torn egg boxes all over the paper.  Suggestions: Remove any sticky labels from the egg boxes – they tear off quite easily

Side art activities

You will need

1. Collage – a tree using tea leaves or torn egg boxes and • Toilet paper squares crumpled tissue paper • Tea leaves or torn egg boxes The learners will create a tree using tea leaves for the • Glue and glue brushes tree trunk and crumpled toilet paper squares for the leaves 2. Construction – an elephant puppet • Elephant face The learners will colour the elephant face and cut it out. • A 4 paper To make the puppet packet, they will fold the A4 paper • Glue and glue brushes in half and paste the top and one side closed, leaving the • Wax crayons – grey and black bottom open, They will paste the elephant face to the • Glue and glue brushes paper ‘packet’ .The learners will colour the strip of paper • Strip of paper – A4 paper cut horizontally grey. They will fold it in a zig-zag pattern and paste the about 2cm wide trunk to the middle to the elephants face • Scissors 3. Painting – the tree • Paint – brown and green The learners will paint the tree and grass  Year olds: Folding the trunk into a zig-zag pattern may be too difficult for this age group

Subjects, study areas, skills, content and integration Life Skills Study area: Creative arts Create in 2D • Drawing and painting using the week’s topic Create in 3D (constructing) • Fine-motor and sensory co-ordination: (eye-hand-mind) manipulation of scissors and other tools and equipment. • Encourage development of skills through manipulation of the materials • Create freely using a range of materials: small boxes, recyclable materials like buttons, egg boxes, cardboard off-cuts, and other • Craft skills and techniques: cutting, pasting, tearing

Integration: Subject: Home language Skill: Handwriting • Uses a range of writing tools e.g. paint brushes, wax crayons etc. • Develops eye- hand co-ordination through play e.g. drawing and painting • Develops fine motor control using scissors to cut on bold outlined pictures and shapes

Practical ideas made easy

Look at this super cute x-ray drawing of an elephant. The 6 year old artist says that the drawing indicates “lungs”, “heart” and “brain”. It also has a body station that helps the food to keep the body strong and nourished. 31

KleuterKlanke Learning Years Theme poster African Elephant 33

Theme: Wild animals Second ring

Day 1

Concept: Elephants

Ages: 3 – 6 y

Life skills: Performing arts: Music: Rhymes and songs You will need: • Words of the rhymes • Musical instruments: sticks or long toilet rolls, tins with long toilet rolls to beat on the tin, plastic bottles filled with samp or rice or any other musical instruments you have available. • Rain sticks: Cover long cardboard tubes with animal print paper (scrapbooking paper or wrapping paper) and fill with rice, samp or beans. Not too full, otherwise it is too noisy.

Introduction

Rhyme: An elephant goes like this and that The learners listen to the rhyme while you say it twice. They then try and say it with you and lastly they say and act out the rhyme at the same time.

Main body

Song: Old MacDonald had a zoo • Sing the song selecting a variety of wild animals that make sounds. Place the plastic wild animals or pictures in a bag and choose one out of the bag as you sing each verse. • Use the musical instruments to “play” the song through once the learners know the tune. • If you do not have enough musical instruments for all the learners, do the song twice so all the learners have a turn to play a musical instrument Rhyme: Five little monkeys swinging in a tree – use visual aids Rhyme: Die olifant

Conclusion and activity

Rhyme with actions: Three little monkeys The learners use their arms to dramatise the crocodile’s mouth snapping three times (each time eating a monkey!) Let the learners lie still like a lion sleeping for a few minutes to calm down.

Subjects, study areas, skills, content and integration Subject: Life Skills: Performing arts Creative games and skills • Singing action songs using different parts of the body to interpret the song • Spontaneous use of voice and movement in participatory rhymes and stories • Using body percussion and/or percussion instruments to perform simple rhythm patterns • Cooling down the body and relaxation: e.g. lying still like a lion resting

Subject: Home language Skills: Listening and Speaking • Participates in discussions and asks questions • Listens and responds to simple questions • Sings simple songs and does action rhymes

Noah’s ark

The ………… (elephants) went in two by two Hooray, hooray The ………. (elephants) went in two by two Hooray, hooray The ……… (elephants) went in two by two Noah chose all the animals in the zoo And they all went into the Ark For to get out of the rain Add a different wild animal each time

The elephant

The elephant has a trunk for a nose And up-down is the way it goes He wears such a saggy, baggy hide! Do you think two elephants would fit inside?

Olifant

‘n grote oor ‘n stertjie voor ‘n lyf tamaai ‘n Vel so taai Met jou baadjie in die woud Kry jy seker nimmer koud

Tlou e tsamaya jana le jana Tlou e tsamaya jana le jana e kgolo thata e akotse thata ga e na menwana ga e na maoto fela e na le nko e kgolo

The elephant is big and strong The elephant is big and strong His ears are large, his trunk is long He walks around with heavy tread His keeper walking at his head

The elephant goes like this and that An elephant goes like this and that He’s terribly big And he’s terribly fat He has no fingers And he has no toes But goodness gracious, what a nose!

Play dough recipe Play dough recipe: Cooked 2 cups flour, 1 cup salt, 4 teaspoon cream of tartar(important – don’t leave out), 1 tablespoon oil, 2 cups water, powder paint or food colouring. • Mix all together in a medium pot. (including the paint or food colouring) • Heat over medium heat, stirring all the time as it thickens • Stir until it forms a ball. Cook and stir until the play dough is “dry” and firm (about 5 min) • Remove from pot and knead well. Cool. • Store in a plastic packet - sealed (no air) Do not store in the fridge • Do not let the play dough get wet; even wet hands from the learners will damage the play dough. You will not be able to add flour to fix the stickiness.

Planning made easy for all the areas... Day

Fantasy area

Monday

Homemade binoculars

Tuesday

Wednesday

Thursday

Friday

Wild animal masks Soft toy wild animals Camping chairs Jackets and caps Kaki safari clothes

Educational toys

Puzzles Home made puzzles

Matches into holes on polystyrene trays to create cages Logishapes to create animals

Tea sets Animal and blanket number to picnic cards with matching milk lids  Dressing Mix and up clothes match and shoes bought and bags game to create animal bodies (animatch)

Block area

Book area Outdoor

Plastic wild Books with animals animal Play mat pictures Cars Piece of blue plastic or cardboard for water

Water play

Sand play

Brm brms Tin can stilts with elephant toes pasted to the top edge

Yogurt cups

Buckets Spades

Balls

Milk bottles

Spades Buckets

Bean bags

Small Plastic sponges shapes Plastic wild animals

Skipping ropes

Measuring cups

Plastic wild animals

Skittles

Coke bottles

Plastic containers and water

Theme: Wild animals Story

Day 1

Concept: Elephants

Ages: 3 – 6 y

Title: Noah’s ark You will need: • Children’s Bible • Words of the song Noah’s song

Introduction

Ask the learners if they know what a big flood is? Discuss why Noah built the Ark

Main body

Noah and the Ark Tell the story or read it from the children’s Bible

Conclusion and activity

Song: Noah’s songhttp://www.youtube.com/watch?v=R_I-ZDv9IMA Let the learners sing the song. They can dramatise it and be the animals going into the ark.

Subjects, study areas, skills, content and integration Subject: Home language Skills: Listening and Speaking • Listens to stories • Listens and responds to simple questions • Participates in discussions and asks questions • Sings simple songs and does action rhymes

Subject: Life Skills: Performing arts Creative games and skill • Singing action songs using different parts of the body to interpret the song

Subject: Home language Skill: Reading and Viewing Shared reading as a class with teacher • Answers questions based on the story read • Makes links to own experience when reading with the teacher

Resources / Hulpmiddels

Make use of wildlife pictures in your class to create your own puzzles. Cerial boxes are good to use as a stabilizer for pictures before you cut them. Remember the shapes of the puzzle pieces can vary, for example triangular shapes.

2. 1.1. Triangular puzzle pieces loose 2.

The same loose puzzle buitt

As a teacher it is important to make use of your creativity. Use the tips and ideas in this book to inspire parents. Parents need the help and support of teachers. 39

Get the learnerâ&#x20AC;&#x2122;s creativity going by giving them an empty template or let them draw a wild animal themself. Let them cut faces from magazines to create their own funny animal. Children can share a story about their new funny animal.

Who am I, here is another idea to do with the children. Match the shadow of wild animals to their real life pictures. Children enjoy this hide and seek game.

Monday:

Theme Discussion

Elephants are big animals with a grey leather-like skin. They have four legs with large feet and a short tail. The head has two large ears which are used for keeping themselves cool. They have a long trunk which is used to drink water and to collect leaves and small branches from the upper parts of trees and bushes. A mouth is under the trunk. The elephant transfer the food from the trunk to the mouth where it is well chewed. They have two large tusks made of ivory on either side of the mouth. Elephants have small eyes. Elephants like to spray water and mud over their hides. Elephants move around in herds. An elephant makes a trumpet like sound. Elephants live in the open veld and will shelter under trees when it gets hot. The elephant is the largest animal. Daddy: Bull

Mommy: Cow

Tuesday: Giraffes have two long legs and a long neck. Their heads are small with two eyes, a mouth, two ears and small rounded horns on the top of their head next to their ears. They are brown in colour with orange â&#x20AC;&#x153;spotsâ&#x20AC;?. They have a long tail. They live in the open veld. Giraffes like to eat leaves and grass. They are able to reach the tasty leaves at the top of the trees with their long necks. They can run very fast. The giraffe is the tallest animal.

Wednesday: Monkeys have four legs but often only move on two. Most monkeys have long tails which they use to help them to balance and to climb trees. Monkeys have furry skins and are mostly brown in colour. They have two eyes, two ears, a mouth and a nose. Monkeys are omnivores and will eat almost anything they can find, but they prefer fruit and roots of plants. Monkeys use their hands to collect food and to place it in their mouth. Monkeys live in trees and in the open veld. They live in troops with many monkeys living together. Mommy monkey carries baby monkey on her back or in front of her. Monkeys chatter and whoop. Gorillas, baboons and vervets are like monkeys

Thursday: The lion is a large cat like animal. They are light brown in colour. They have 4 legs, a body and a head. They have a long tail. On their face they have a mouth with many sharp large teeth to eat meat. They have two eyes, two ears, a nose and whiskers. Lions have a very good sense of smell. The male lion (daddy) has a mane of hair around his face. They catch other animals for their food (carnivore). Lions live in the open veld and sleep a lot during the day. They hunt in the evening. Lions can run very fast in order to catch other animals. Lions are known as the king of the jungle, as most other animals fear them. Leopards and cheetahs belong to the same family of cats. Leopards and cheetahs live in trees and hunt at night. A baby lion is called a cub. Lions roar.

Friday: A wild animal is any animal that does not live in a person’s home (except for some but this is not normal). Wild animals can be found in nature, in game reserves and in zoos. Most wild animals are dangerous. In a zoo wild animals are kept in cages or large enclosures. In game reserves the wild animals roam around freely. Many wild animals are becoming endangered (very few left) Wild animals can be divided into: • Carnivores: Meat eating animals e.g. lions, cheetahs, leopards, crocodiles, wild dogs, hyenas, snakes • Herbivores: Grass and leaf eating animals e.g. elephant, giraffe, buck, zebra, warthog • Omnivores: Meat and grass eating animals e.g. monkey Wild animals live alone or in groups When a wild animal becomes ill, a vet takes care of them. Water animals and wild birds are discussed in the themes birds and water animals

The following words should be used in the font type: Junior

New teachers / Nuwe juffrou

Here are some ideas for new teachers, or teachers just looking for some new ideas. Recently a student from the Centurion Academy made this weather chart. It is easy to use and fun to make. Look at the layout and make your own weather chart. When was the last time you made instruments from recycaled material? We hope these ideas will inspire you to start making your instruments!

Instruments made by Amore Botha

Parent poster / Ouerplakaat

Ondersteun ons VVOS uitstallers! Name

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Makelaar/ Broker

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Stationary, Uniforms, Sports Esme van Aardt

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What Children Need To Know Wietske Boon

Pre-school books and programmes Spel terapeut/ Play therapist

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Bak en brou

We are cooking Ons kook Siyapheka

By Miempie Marais and Gawie van Deventer . Isbn:0 620 16891 9

1. Mix all ingredients together Meng al die bestandele saam hlanganisa zonke izithako ndawonye 2. Spry baking tin with “spray & cook” spuit bakplaat met “spray & cook” chela ipani lokubhaka, noma uligcobe 3. Shape into balls and put on baking tin vorm balletjies en plaas op bakplaat bumba inhlama amabhodlana uyabeke epanin 4. flatten with fork druk koekeis plat met vurk kucindezele ngemfologo 5. bake at 180 C FOR 15 MINUTES BAK BY 180 C VIR 15 MINUTES KUBHAKE KUHAVINI OSHISA 1 80 C IMIZUZU ENGU - 15 6. COOL AND SPRINKLE WIYH CASTOR SUGAR KOEL AF EN SPRINKEL MET STROOISUIKER KUPHOLISE, KUVUTHUZELE NGE-CASTOR SUGER

Ingredients for baking Step

1 cup cake flour 1 cup sugar 1 1/2 cup maize meal 1 ts baking powder 3/4 cup margarien 1 egg 1 ts lemon esence

steps 2 and 3

steps 4 and 5 and 6

Health and Safety / Gesondheid en Veiligheid The “ SNORKEY, SNOTTY, SNIFFY” SEASON FLU is not just a “BAD COLD” Winter 2014 is almost here and it is important to refresh ourselves with the truth and reality. • Even “mild” cases of flu can disrupt your daily activities and everyone is concerned about flu. • The flu virus is highly contagious and contaminated surfaces such as door knobs, staircase rails, light switches, toy baskets, banknotes and other household items can be the big culprits. • It can also be transmitted from person to person by droplets. Is it a cold or flu?

SYMPTOMS

COLD

FLU

Fever

Rare

Headache General aches, pains

Rare Slight

Fatigue, weakness Exhaustion

Sometimes Never

Stuffy nose

Common

Usual: can last up to 2 to 3 weeks Usual: at the beginning of the illness Sometimes

Sore throat

Common

Sometimes

Treatment

Antihistamines

Prevention

Decongestants Nonsteroidal anti-inflammatory medicines Wash your hands often with soap and water. Avoid close contact with anyone with a cold.

Antiviral medicines (doctor’s prescription needed)

Complication

Sinus congestion. Middle-ear infection

Usual: sudden and high, especially in young children; lasts 3 to 4 days Common Usual: often severe

Annual vaccination Prescription of antiviral medicine Sneeze and cough hygiene Bronchitis, pneumonia: can worsen chronic conditions: can be life-threatening. 57

FLU CAN HIT ANYONE, BUT CERTAIN PEOPLE ARE MORE VULNERABLE AND AT GREATER RISK • Some people are more fragile and therefore more likely to get flu and develop complications but ANYONE CAN GET FLU, even young and healthy people. The World Health Organization highly recommended vaccination for the following groups • Young children 6 – 23 months of age • Health care and child care personnel • Pregnant women • People over 65 years of age • People who live in facilities - nursing homes or military basis • People with chronic illness, like asthma, diabetes or heart problems • People taking certain drugs, like those for cancer or HIV/AIDS that weaken the immune system GETTING VACCINATED IS THE BEST WAY TO PREVENT FLU Vaccination against flu : • Can benefit you and your close contact • Prevents flu associated absenteeism from work or school reduces the risk of transmitting flu to family members, friend and co-workers ……….. • Prevents flu associated illness and hospitalization • Potentially life-saving for people at risk Remember …………………….. Vaccination is well tolerated. • FLU VACCINATIONS WILL NOT GIVE YOU FLU because the flu vaccine contains non-infections particles of the virus which merely alert the body to the threat of the virus. • The most frequent associated reaction is mild soreness and redness at the injection site • Flu vaccines are clinically tested every year for their safety and immunogenicity GETTING VACCINATED ONCE EVERY YEAR WILL PROTECT YOU AND YOUR LOVED ONES FROM FLU DURING THE WHOLE YEAR DID YOU KNOW? • ………….in Europe, flu claims more lives than traffic accidents • ………….that the virus can stay infectious for up to 3 days on banknotes • ………….flu vaccination strengthens your natural immune system helping it to recognize the virus • ……..you can’t get flu from the vaccine • …………..annual vaccination is considered the most effective protection against flu by health authorities worldwide including the World Organisation For your convenience we do administer flu injections at your nursery school. Sister Ida Bester www.boeps2babes. co.za 58

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THE “LEARN NOT TO BURN” FIRE PREVENTION PROGRAMME World-wide, burn injury is a leading cause of death in children and adolescents, and a major cause of long-term disability. On the African continent, global fire related burn mortality is higher than anywhere else in the world (W.H.O.). In South Africa particularly, burn accidents account for the highest percentage of external cause of death in children between birth and 10 years of age (NIMSS 2001). According to the Fire Protection Association of Southern Africa in 1999, 77% of all fire related fatalities occur in residential properties. In formal and informal settlements, the primary cause of fire was found to be open flames. Statistics reveal that almost 40% of all reported fires are caused by open flames (i.e. playing with matches, cooking fires, etc). Burns are therefore the leading external cause of death to children in the 0 to 4 years, age group.

In the light of the fire related statistics the Learn NOT to Burn (LNTB) programme was developed to educate young learners in burn prevention and to reduce fire related incidents. The LNTB fire safety programme is a burn prevention programme that was developed in the 1960’s in America by the National Fire Protection Association (NFPA). In the absence of fire prevention policies and practices in South Africa, the Learn not to Burn (LNTB) Pre School Programme was adapted by the South African Technical Review Team and the National Burn Prevention Reference group (Learn Not to Burn Pre-School Programme South Africa, 2008: iv) to suit the South African context. In South Africa many of the children are born into poverty and live in informal settlements where houses are built in very close proximity to each other and are often constructed with highly flammable materials. Young children are often left alone at home and do not know how to prevent or react during fire emergencies. Several of these communities are located in rural areas far from medical facilities and access to immediate medical care in an event of a burn accident is not a reality.

Figure 1: Global fire related burn mortality (Ruscheinski, 2010)

he Learn not to Burn Curriculum not only aims at educating individual children but also focuses on educating their families with the ultimate goal of equipping them with information to assist with daily decisions on health and safety aspects. It is contextualised within the experiences of the South African population and forms part of an exciting solution of burn prevention measures to a global problem. The Early Childhood Development Institute (ECDI) of Gauteng Department of Education (GDE), realised the value of the LNTB Pre-School programe and has therefore taken the decision to introduce it at all ECD centers in Gauteng.

Training workshops

Various training sessions have been conducted over the past three years and have been carried out in collaboration with the ECDI of the Gauteng Department of Education. A training manual has been developed and contains examples of the LNTB activities, a picture dictionary and a music CD. The manual is also available in electronic format. Figure 2: Burn death by age

The LNTB Programme

The LNTB programme consists of ten fire safety messages. Extensive research was undertaken in the designing of the LNTB messages. These ten lessons should not be altered as they were developed with the intention of changing the learner’s behaviour in such a way that in an event of a fire emergency they are able to protect themselves from burns.

Songs combined with movement, art, poetry, games and drama were used to enforce safety messages as well as promote an understanding of the concepts, particularly for nonverbal learners and those with limited speech and speech impediments. In addition, vocabulary extension was the focus in all the lesson presentations and the spoken word was accompanied by pictures which could be referred to as a “universal language”. By utilizing a picture dictionary, language barriers were limited. Group activities were planned with the aim of teaching social skills. Teachers were also bound to make specific adaptations to the physical and social environment such as enlarging worksheets and printing basic pictures in bold.

Figure 3: Presentation - Learn Not to Burn Manual (Ruscheinski, 2010) In the LNTB programme the lessons focus on action movement, art, games and song as a means of enforcing the fire safety messages. Teachers are guided in teaching practical fire related skills and knowledge through the use of hands-on activities. The LNTB programme furthermore makes provision for instructional adaptations, accommodations and differentiation to ensure the effective inclusion of learners with special education needs. The programme was piloted in the context of a special school. Teachers taught important and practical life skills such as awareness of dangerous situations in and around the house and emergency numbers as part of the LNTB curriculum (Nel, Kempen & Ruscheinski 2011). This was achieved by means of, breaking the lessons into manageable steps and repetition of the content over an extended period of time. The learners’ senses were incorporated during the learning activities and teachers concentrated on visual stimulation which they combined with play activities. Practical and hands-on activities assisted learners to retain information and recollect facts more easily and to display gained skills and knowledge (Nel, et al., 2011).

Examples of learners’ art in which the use of waste material is evident

In this research, the teachers developed with innovative, creative, appropriate and effective ways of differentiating and adapting the curriculum to meet the diverse needs of learners with special educational needs. It became evident that in differentiating teaching methods, support materials and assessment processes, the particular interests, learning styles and strengths of learners with barriers to learning were considered (Nel, et al., 2011). The teachers involved with the teaching of the LNTB program, described the program as a worthwhile experience. Their efforts in making the LNTB program accessible for very young learners and learners with special educational needs have proven to be successful. The ten fire safety lessons of the LNTB curriculum were successfully taught with success as learners throughout the research demonstrated their understanding and application of the ten core messages which the teachers conveyed during their lessons.

January 2010 up until September 2012 led to the building of valuable partnerships in education, which enriched the whole LNTB pilot programme. The partnerships established during the research programme served as an example in which theory and practice met in order to enrich the learning experiences of learners with special educational needs. The findings of the LNTB Inclusion Research Project directly fed into the Gauteng Early Childhood Development curriculum. The LNTB programme is a worthwhile journey during which children and their families are equipped with knowledge and skills to protect themselves from burns and the traumatic consequences thereof. BIBLIOGRAPHY Education for All. (2005). EFA Global Monitoring Report. UNESCO: Paris. Fire Protection Association of South Africa. (FPASA)(2011). Fire Statistics. Accessed from: http://www.fpasa.co.za Accessed on: 24 March, 2011. National Fire Protection Association (NFPA)(2011). Learn Not to Burn ©. Accessed from: http://www. nfpa.org/index.asp Accessed on: 24 March, 2011. Fire Protection Association of South Africa. (FPASA)(2011). Fire Statistics. Accessed from: http://www.fpasa.co.za Accessed on: 24 March, 2011. Nel, N., Kempen, M.E. & Ruscheinski, A.M. (2011). Differentiated pedagogy as inclusive Practice: the “Learn Not To Burn” curriculum for learners with severe intellectual disabilities. Education as change, 15(2):191-208.

Valued partnerships with the EMS

Valued partnerships

The involvement of external organizations (University of South Africa and the Johannesburg Emergency Services) in the research that took place from

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mapela ELC in Ledig enjoy Mandela Day, 18 July 2014

Play is one of the most well-known universal languages across the world. It has no barriers to age, gender, religion or culture. Play is the single most responsible phenomena that promote human development as a whole with regards to social, emotional, physical, cognitive and spiritual growth. All the essential 21st century skills that children, teachers and parents need to survive in a rapid changing world originates out of free play. Play helps children to develop individual skills that equip them to be creative, tenacious, collaborative, inquisitive, reflective, openminded, flexible and efficient members of society. These individual skills are essential for problem solving and developing strong individuals for the future. Social play also helps children to develop a sense of belonging in a group as they interact with others and learn how to negotiate rules for positive social interactions. During Mandela Day this year, the association for the education and care of young children (AECYC) initiated a day of play for the Mmapela Early Learning Centre in Ledig community, close to Sun City in the North West province. This was made possible through the sponsorship from Life Landscapes. The AECYC believes that the development of a positive sense of self is promoted through early play experiences. Because there is no right or wrong way of doing things when allowed to play freely, this freedom from rules helps children to feel confident and competent. 64

The Mandela day initiative by the AECYC had strived to once again prove that children have the right to play and to enjoy their childhoods without the pressure of conforming to narrow goals of learning which have been predetermined by adults. Various members from the community joined in the play activities and committed their 67 minutes to various play activities. After numerous activities and games, the day was highlighted by planting seven trees that were donated by Life Landscapes. Community members and children joined in in planting the trees. The association hopes that these trees will keep on reminding the Ledig community of their social contribution in educating young children to be the leaders of the future through play.

Marthie Stoltz and Nicolene playing and being creative with the learners of Mmapela ELC. 67 minutes of joy and fun! This is the way Nelson Mandela day was celebrated by the association for the education and care of young children (AECYC)

Nicolene du Preez of (AECYC) and Charmain Mmapela,of the Mmapela Early Learning Centre with the people of Life Landscape who donated seven trees to be planted at the ELC. Everybody participated. The children helped by filling the holes, fathers from the community dug holes on their own to show their compassion for the legacy of Mandela.

Children of Mmapela ELC planting their own tree.

The mothers of Mmapela ELC contribute to the 67 minutes by painting this Mandela picture for the school hall. These very proud mothers are: Rose Yende, Suzan Myeni, Cynthia Segakuneng, Precious Sibanda, Dimakatso Modise, Kenalemang Moloko, Kgomotso Masopa, Thandi Misneni, Jabulile Mishali. (Mathilda van der Merwe - AECYC) 66

The 67 minutes of goodwill was initiated by these four ladies of the AECYC Mathilda van der Merwe ( Kabouterland Rustenburg), Chairmain van der Merwe, Marthie Stoltz (Siembamba Lyttleton), Nicolene du Preez, Dirkie du Preez, Johan, and Kamogelo Moitsheki, Patric Mabowe, Peter Sithole and Nelson Malunga. Thank you to our sponsor Life Landscapes and the following member schools and individuals for their financial contributions: Silver Stars Taliaâ&#x20AC;&#x2122;s Daycare Kiddies Corner Heideland Noahâ&#x20AC;&#x2122;s Ark Palet Kleutertskool Brooklyn International Jan Hill

Samekoms vir vroeë kinderontwikkeling Lize Bredell

Vroegoggend, op Saterdag 26 Julie, met ‘n snerpende windjie wat loei om die hoeke van UNISA se Theo van Wyk gebou, drom onderwyspersoneel om ‘n 3D kunswerk van ‘n boom saam. Almal hang ‘n kaartjie met ‘n lint aan een van die takke waarop sy haar vingerafdruk gemaak en naam bygeteken het. Op hierdie wyse verbind sy haarself tot goeie praktyk in hedendaagse vroeë kinderontwikelling (VKO) in Suid-Afrika. Kleuterskole se personeel van sover as Senekal in die Vrystaat, Mpumalanga, Limpopo, Noordwes en Gauteng het die VKO seminaar van die vereniging vir voorskoolse opvoeding en sorg (die VVOS) bygewoon. Nagenoeg 800 kursusgangers is ontvang, en daar is behoorlik saamgetrek vir ‘n oggend van inspirasie, deel en leer onder leiding van die VVOS bestuur. Marthie Stoltz , die voorsitter van die vereniging is dit eens dat die rol wat kleuterskole speel verrykende gevolge het vir die toekoms van die mense in ons land. Dit is daarom dat elke kursusganger uitgenooi is om haarself weer te verbind tot hierdie ‘toepaslike praktyk’ in ons kleuterskool klaskamers en op speelgronde – ‘n “Thumbs Up for ECD”. Die dag se program het inspirasie, leer en baie pret vir die kursusgangers ingehou: Lindie Strydom, bekende TV persoonlikheid, het die gehoor opnuut opgewonde oor skoolhou gemaak met haar Opvoeding is ‘n Roeping praatjie. Die dames van Gateway Skool vir kinders met leeruitdagings het die ‘Learn Not To Burn’ projek van die department van onderwys bekend gestel. Na teetyd het die groep verdeel in vier werkswinkels: Stimulasie en beweging vir babas tot twee jaar, aangebied deur dr. Melodie de Jager; Musiek en beweging vir die twee tot vier- en vier tot ses jaargroep, praktiese sessies aangebied onderskeidelik deur Elrika van der Merwe en dr. Zenda Nel; Asook ‘n werkswinkel oor die assesering van die Graad R kind, aangebied deur Heleen Gibson van die Department van Onderwys.

Die VVOS bied al 71 jaar hulp en leiding aan kleuterskole deur as ‘n platform te dien waar inligting in onderwyspraktyk gedeel word. Die bestuur van die vereniging glo dat hulle ‘n roeping het om versorgers van jong kinders toe te rus met inligting om goeie diens te kan lewer aan die gemeenskap, en so te bou aan die nasie van die toekoms. Die bestuur beywer homself om ŉ stelsel te implementeer waardeur kleuterskole geakkrediteer word, sodat ouers kan weet watter skole voldoen aan die minimum standaarde van die Departement van Maatskaplike Ontwikkeling en die vereistes van die Nasionale Kinderwet, en wie se personeel toepaslike praktyk beoefen en gereeld opleidingsgeleenthede bywoon. Die VVOS bou op die bemagtiging en bevordering van goeie veilige praktyk in alle dagsorgsentrums en kleuterskole. Die seminaar was baie insiggewend. Ek was spesifiek na ete by Melodie de Jager se seminaar. Wat ‘n dinamiese vrou en ‘n ewe dinamiese aanbieding. Ek kan ure vir haar luister. Lindie Strydom was ‘n inspirasie en gee my nuwe vise en hoop om positief in elke kind te belê wat oor my pad kom. Welgedaan VVOS! - Bernadette van der Westhuizen Kontak die VVOS gerus by vvosinfo@tiscali.co.za of telefoon 012 667 2028. Webwerf: www.vvos.co.za

Reading Corner / Ons Boekhoekie

A great children’s book stays with us forever. It fires the imagination, helps us understand new concepts and words, and evokes fond memories of your Mum or Dad reading at night. So what are the best books to have on your children’s bookshelf to light up their literary minds? We asked our huge community of mums about the books their kids love the most … the ONE book that’s been read over 100 times, and is still asked for at bedtime, again and again. Well, the results are in. Drumroll, please …permission by Simone McNamara - See more at: http://mumsgrapevine.com.au/2014/09/top-kids-books/#sthash.q9vdNypo.dpuf

1. Where is the Green Sheep

It seems Mem Fox is the star of your bookshelves, taking out top spot with the delightfully quirky Where is the Green Sheep? plus three other books in the top 20. Kids adore the sing-song repetition of Where is the Green Sheep, that insistent question guiding them to the end, and the final discovery of that elusive green sheep. A must-have for any child, perfect for night time right from babyhood.

2. The Very Hungry Caterpillar

A timeless classic, The Very Hungry Caterpillar is know the world over. This greedy caterpillar makes his way through a variety of foods, as evidenced by the little hole in each one. The catchphrase ‘But he was still hungry!” is a favourite to call out along with Mum or Dad, and the final transformation into a gorgeous butterfly is still exciting, no matter how many times you’ve read it.

3. The Gruffalo & The Gruffalo’s Child

We’ve put The Gruffalo and The Gruffalo’s Child together, because although each one is a story in its own right, Gruffalo lovers will always own both! The original adventure features a little mouse outwitting a host of predators – including the Gruffalo himself, with his terrible teeth, orange eyes and purple prickles. Followed up by the brave Gruffalo’s Child, who seeks to find out whether this legendary mouse really exists. These books now come in a gorgeous boxed set.

4. Hairy Maclary

Hairy Maclary and his gang of canine friends feature in this much-loved series characterised by rhyming verse, imaginative adjectives, hilarious noises and loads of sweet adventures. A bundle of these books should feature on every bedside table â&#x20AC;&#x201C; theyâ&#x20AC;&#x2122;re fun, simple and guaranteed to get Mum or Dad to making lots of silly woofs and screeches.

5. Dear Zoo

Dear Zoo, the story of a child looking for the perfect pet, rounds out your top five. Children love to have fun guessing which animal is being sent by the zoo next (even when they know them off by heart!).

6. We’re going on a bear hunt

The swishy-swashy long grass, the squelchy mud, the repetitious can’t-go-under-it can’t-go-over-it refrain … We’re Going on a Bear Hunt is incredible fun! The best bit, of course, is meeting the scary bear at the end and then racing back to retrace your steps and bury yourself under the doona cover. Fun to act out, too.

7. Ten Little Fingers and Ten Little Toes

Mem Fox’s Ten Little Fingers and Ten Little Toes is is a lovely book for babies at bedtime. The rhythmic, rhyming text and gorgeous illustrations also convey a simple message: that we are all the same, no matter who we are or where we are from.

8. Green Eggs and Ham

No bookshelf is complete without a hefty does of Dr Seuss and Green Eggs and Ham is your book of choice! This characteristically eccentric tale features Sam-I-Am trying desperately to encourage the narrator to eat a strange dish of green eggs and ham, which the protagonist is convinced he’ll hate … but which actually turns out to be delicious! I good tale to revisit when trying to convince kids to try new foods.

9. The Magic Faraway Tree

Enid Blyton’s The Magic Faraway Tree is actually the second book in the Faraway Tree series (we are first introduced to this amazing arbour in The Enchanted Wood). Full of incredible stories featuring Moon-face, Saucepan Man, Silky the Fairy and a gaggle kids who discover the incredible ‘worlds’ at the top of the tree, it’s the only chapter book to feature on your top 20 list. Great for kids who are hungry to follow narrative when being read to, or for older readers to read themselves. The chapters are short and mostly self-contained, making them perfect for a ‘one chapter per night’ read.

10. The Very Cranky Bear

Nick Bland’s The Very Cranky Bear has spawned a series of ‘bear’ books but this is the original, and a musthave for your bookshelf. It’s all about a bear who is in a very bad mood, and a host of animals who attempt to cheer him up.

11. The Wonky Donkey

HEE-HAW! The tongue-twisting, repetitious rhyming of The Wonky Donkey is a big hit with kids, although sometimes a little tricky for the reader – we dare you to say spunky, hanky-panky, cranky, stinky-dinky, lanky, honky-tonky, winky, wonky donkey five times fast! Luckily it also comes with a CD so you can give yourself a reading break

12. Time for Bed

Dreamy and hypnotic, Mem Fox’s Time for Bed features lots of different animals being put to bed with soothing rhymes – perfect for helping your own little lamb wind down for sleep time.

13. Possum Magic

Mem Fox wins again with Possum Magic, the tale of Grandma Poss and little Hush. Grandma Poss has made Hush invisible to keep her safe from danger, but when she wants to become visible again, Grandma Poss doesn’t know how! So begins the journey to find the special ‘people food’ that will make Hush visible.

14. Room on the Broom

The team behind the Gruffalo are also the creators of Room on the Broom, a book about a not-scary witch whose possessions are being blown away in the wind. Luckily, some animals help retrieve her things, but they all want a ride on her broom … is there room?

15. Who sank the boat

Pamela Allen’s Who Sank the Boat is another rhythmic tale of five friends, who all decide to go for a row in a boat. But as each one gets in to the boat, it sinks lower and lower …

16. Goodnight Moon

Another book to help soothe and calm before sleep, Goodnight Moon is the story of a little bunny whose bedtime ritual is to say goodnight to his room, the moon, and many more things. This book helps kids relax and is great for setting up your own night time routine.

17. Guess How Much I Love You

Guess How Much I Love You has sold 28 million copies worldwide and been published in 53 languages … so I guess you would call this one popular! It centres around two Nutbrown Hares, who use larger and larger similies to describe how much they love each other. It’s where the phrase “to the moon and back” comes from, and is a gorgeous story to share with kids to show them just how big your love is.

18. Where the Wild Things Are

It’s no surprise Where The Wild Things Are made your list – how could it not? Maurice Sendak’s fabulously surreal tale of a wolf-suited boy whose bedroom becomes a forest, and who sails far away to become king of Where The Wild Things Are, is a story we have all grown up with.

19. There’s a Hippopotamus on Our Roof Eating Cake

Unlike the narrator, the titular hippo in There’s a Hippopotamus on Our Roof Eating Cake can do whatever he likes – what an awesome imaginary friend to have!

20. Each Peach Pear Plum

Each Peach Pear Plum is an “I spy” book featuring rhyming clues about who to look for in the beautiful illustrations. With such rich detail, it’s no wonder this book keeps children poring over the pages, time and time again. - See more at: http://mumsgrapevine.com.au/2014/09/top-kids-books/#sthash.2SbFePsb.dpuf

Nuwe boeke in Afrikaans Skrywer Vertaal deur Ouderdomsgroep Kategorie Formaat Illustrasies / foto’s Bladsye Prys ISBN Publikasiedatum

: Catherine Rayner : Jaco Jacobs : 3+ : Kleuter Fiksie : Sagteband; 260x 260mm : Volkleur illustrasies : 32 : R35 : 978 0 7993 4180 5 : Mei 2008

SEBASTIAAN SE GLIMLAG Sebastiaan die tier is hartseer. Hy het sy glimlag verloor. Daarom STREK hy sy groot, gestreepte lyf en vat die pad om dit te soek. In hierdie buitengewone boek word die skoonheid van die wêreld gevier – en die eenvoudige vreugde wat ons kan ervaar as ons ons oë daarvoor oopmaak. Sebaastiaan se glimlag is beskikbaar by toonaangewende boekhandelaars asook direk vanaf LAPA Uitgewers. Kontak LAPA by 012 401 0700 of besoek ons webblad: www.lapa.co.za.

Nuwe boeke in Afrikaans...

Skrywer Illustreerder Vertaal deur Ouderdomsgroep Kategorie Formaat Illustrasies Bladsye Prys ISBN Publikasiedatum

: Timothy Knapman : Jimothy Oliver : Jaco Jacobs : 3+ : Kinderfiksie : Sagteband; 253 x 230mm : Volkleur illustrasies : 24 : R49.95 : 978 0 7993 5810 0 : Augustus 2012

GOEIE MANIERE: Seerowers sê altyd asseblief ’n Klein seuntjie met ’n groot verbeelding leer goeie maniere in hierdie prettige rymende boek. Hierdie reeks leer ouers en kinders dat goeie maniere pret kan wees ... en die lewe vir almal ’n bietjie makliker maak! Die reeks 1. Goeie maniere: Die vriendelike ballerina 2. Goeie maniere: Seerowers sê altyd asseblief 3. Goeie maniere: Prinsesse hou van deel! 4. Goeie maniere: Cowboys kan ook jammer sê Die Goeie maniere-reeks is beskikbaar by toonaangewende boekhandelaars asook direk vanaf LAPA Uitgewers. Kontak LAPA by 012 401 0700 of besoek ons webblad: www.lapa.co.za.

Skrywer Illustreerder Illustrasies Ouderdomsgroep Kategorie Formaat 270mm Bladsye Prys ISBN Publikasiedatum

: Jaco Jacobs : Karen Ahlschlager : Volkleur : 3+ : Kleuterfiksie : Sagteband; 210 x : 32 : R99.95 : 978 0 7993 6646 4 : Maart 2014

HOLDERSTEBOLDER: RYMPIES VIR RAKKERS Daar’s ’n beer in my bed! Hy brom en hy grom. Daar’s ’n beer in my bed! Pa moet dadelik kom! Daar’s ’n beer in my bed! Regtig, dis waar! Daar’s ’n beer in my bed! Wat soek hy daar? Daar’s ’n beer in my bed! Pa moet vinnig iets doen! Daardie beer in my bed soek ’n goeienagsoen! ’n Splinternuwe versameling kleuterrympies deur die gewilde Jaco Jacobs, met lieflike volkleurillustrasies deur Karen Ahlschläger. Van ’n ondeunde hond wat jou vroegoggend met ’n slobbersoen wakker maak, tot ’n uitstappie see toe; van ’n kuier op die plaas tot ’n teddiebeer wat ná ’n lang dag ’n goeienagsoen soek. Hierdie bekoorlike rympiebundel is propvol lawwe, lawaaierige versies en avontuur-belaaide aksierympies; versies vir dagdroom en rympies vir slaaptyd. Perfek vir hardop voorlees en ure se rymende volkleurpret.

Oor die skrywer:

Jaco Jacobs is die skrywer van meer as 90 boeke vir tieners, kinders en kleuters. Sy prenteboeke soos Liewe land, ’n olifant! en Waarvoor is seerowers bang? is baie gewild en het verskeie toekennings ingeryg – en kinders kan nie genoeg kry van sy kinderverse wat in bundels soos Wurms met tamatiesous (C.P. Hoogenhoutmedalje, Alba Bouwerprys), My boetie dink hy’s Batman, Oempa-kadoempa en Die Teddiebeerbus opgeneem is nie. Die sangeres Anna Davel het onlangs ’n CD met toonsettings van Jaco se kinderverse vrygestel, getiteld In die land van Kammalielie. Meer as 500 000 kopieë van sy boeke is reeds verkoop. Hy woon in Bloemfontein saam met sy vrou, Elize, en dogtertjie, Mia.

Oor die illustreerder:

Karen Ahlschläger is in Oos-Londen gebore en het ’n Nasionale Hoër Diploma in Grafiese Ontwerp behaal. Daarna het sy olieverfskilder aan die Michael Pettit-kunsskool in Kaapstad gestudeer. Sy het haar loopbaan as grafiese ontwerper, boekontwerper en rekenaargrafikadosent afgeskop, en sy het reeds kommersiële werk vir verskeie maatskappye asook plaaslike en internasionale uitgewerye gedoen. Sy was ook die illustreerder van Jaco Jacobs se Die Teddiebeerbus en ander rympies.. __________________________________________

Skrywer Illustreerder Ouderdomsgroep Kategorie Formaat Illustrasies Bladsye Prys ISBN Publikasiedatum

: Jaco Jacobs : Sebastien Quevauvilliers : 3+ : Kleuter Fiksie : Sagteband; 210 x 280mm : Volkleur illustrasies : 32 : R90 : 978 0 7993 4681 7 : Julie 2010

MADELIEF, MOENIE! Jy dink dalk prinsesse is vriendelik en soet, maar wag tot jy hierdie prinsessie ontmoet. Madelief is anders as ander prinsesse. Sy dra nie graag rokke nie ... sy het vreemde troeteldiere ... sy hou nie van bad nie ... en sy spring op haar bed! Op ’n dag besluit die paleispersoneel om by die koning te gaan kla ... ’n Prettige prenteboek wat klein prinse en prinsesse sal laat skater van lekkerkry. DIE SKRYWER Jaco Jacobs woon in Bloemfontein en meer as 50 kinder- en jeugboeke het reeds uit sy pen verskyn. Hy is nege keer met die ATKV-kinderboektoekenning bekroon. Verdere toekennings sluit in die Alba Bouwer-prys en die CP Hoogenhout-medalje vir sy bundel rympies Wurms met tamatiesous asook die Elsabe Steenbergprys en die SATI-prys vir sy vertaling van Willemien en die geel kat. DIE ILLUSTREERDER Sebastien Quevauvilliers woon in Durban en is ’n grafiese kunstenaar by ’n maatskappy wat skryfbehoeftes ontwerp. Madelief, moenie! is die eerste kinderboek wat hy illustreer. Madelief Moenie! is beskikbaar by toonaangewende boekhandelaars asook direk vanaf LAPA Uitgewers. Kontak LAPA by 012 401 0700 of besoek ons webblad: www.lapa.co.za.

News from our schools / Skolenuus Ons skool se naam is Coccolino’s Early Childhood Center. Coccolino’s beteken “om te bederf, pamperlang en te toe te vou met liefde” - ‘n vertaling uit Italiaans. My professionele lewe het ‘n paar wye draaie geloop: Vir langer as 20jaar was ek ‘n prokureur van beroep - dit was opwindend en propvol uitdagings! Ek het onder andere met kindertjies gewerk wat blootgestel is aan traumatiese ervarings soos molestering, verwaarlosing en mishandeling – wêrelde verwyder van die laggende, volop-voorsiende en met liefde omringde-kindertjies waarmee ek by die kleuterskool te doen kry. Kinders was nog altyd ‘n reuse passie en dit was ‘n droom van my om ‘n selfs groter verskil in kindertjies se lewens te maak – ‘n kleuterskool het vir my na die ideale opsie gelyk en daarom het ons begin uitkyk na geskikte persele en moontlikhede. ‘n Eienaar van ‘n kleuterskool in Rooihuiskraal, Centurion, het my genader en gevra om haar skool oor te koop. Die transaksie is ‘n paar maande later deur en ons was die trotse eienaars van ‘n kleuterskool! Die idee was om steeds die prokureursfirma te bedryf en tesame daarmee die kleuterskool te bestuur, maar helaas - daar was te min ure in ‘n dag om by alles uit te kom en op die ou einde moes ons ‘n besluit neem: die kleuterskool het gewen! Die skool was aanvanklik net ‘n babaskool wat kindertjies tussen die ouderdom van 3mnde en 3jaar ingeneem het. Na vele versoeke het ons besluit om plek te maak vir ouer maats en ons neem vanaf 2014 kinders tot graad RR in. Die oorgang vanaf die korporatiewe wêreld het nie sonder groeipyne plaasgevind nie inteendeel ek moes teen’n reuse spoed leer en geleer word: ek het navorsing gedoen; gaan aanklop by ander kleuterskool-eienaars; met ouers gesels en nagte omgelees. Op die ou einde het ek besef dat ons almal net die beste vir ons kinders wil hê en dat as die skool op daardie basis gebou word, is die stryd halfpad gewen. Dit wat ek vir my eie kinders wou hê, gee ons vir ander ouers se kinders. Daar is steeds baie om te leer, maar ek geniet dit terdeë om met die tyd meer kennis en ondervinding op te doen. Ons, as personeel, werk baie nou saam en gee vir mekaar baie ondersteuning, maar ook leiding sodat ons kinders daarby baatvind. Ons sal sekerlik nooit ophou leer nie, want die opvoeding van peuters en kleuters is ewigdurend. Ons het intussen nog ‘n Coccolino’s-skool oopgemaak in Samrand, Gauteng. Albei skole het net 5 klassies met slegs plek vir 80 kinders in elke skool. Die hartklop van die skole is ons wonderlike personeel en ons pragtige kindertjies. Die ouers is baie betrokke by alles wat ons aanbied en ons het ‘n propvol jaarprogram wat mammadag, pappadag, waterdag, jaar-konsert, ‘n besoek van die tandarts, dokter, paashaas ens insluit. Ons vertrekpunt mbt ons sorgvuldig beplande kurrikulum is CAPS, maar ons maak ook gebruik van PRACTICA en die Little One-program. Ons dagprogram maak selfs voorsiening vir rek- en strek oefeninge en by ons Afrikaanse skool het ons ‘n Engelse dag, een maal per week, en dan gesels almal met mekaar Engels om sodoende die kinders aan korrekte Engels bloot te stel. Ons het nog ‘n lang paadjie om te loop en dis vir my heerlik om te droom oor die toekoms. As alles goed gaan open ons in 2015 ons derde skool se deure. Ons skole is klein – die kinders ken al die personeel en die personeel ken al die kinders. Geen kind is net ‘n nommernie en een van ons hoof-prioriteite is om vir die kindertjies soveel liefde en aandag as moontlik te gee. Ek is nog betreklik nuut in die kleuterskool-bedryf en sien vreeslik daarna uit om meer te wete te kom en ‘n aanwins te wees tot die kleuterskool-bedryf. Sommige dae voel dit asof ek absoluut niks weet nie, maar ander dae besef ek dat ons tog ‘n enorme bydrae lewer tot ons kleutertjies se ontwikkeling en lewensvaardigehede.

My pleidooi aan almal wat saam met my in hierdie beroep staan is dat ons sal hande vat en mekaar sal help – voorsien my van raad as jy sien ek doen iets wat nie gedoen moet word nie; bemoedig my as jy sien my dag was maar moeilik; deel jou kennis met my as jy sien myne is nie voldoende nie en deel in my vreugde as ek jou vertel van ‘n kindjie wat besig is om in ‘n pragtige mensie te ontwikkel… Teresa Basson bassonteresa@gmail.com Stuur vir ons skolenuus en dalk berig ons volgende keer daaroor

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AECYC - AFFILIATION FORM: 2015 (early-bird fees when paid in 2014) Affiliation fee (including the biannual digital copies of Kleuterklanke / Learning Years as well as a discounted registration fee on AECYC workshops and seminars). Schools - R495 per school per annum (All staff members eligible for the discounted registration fee to workshops) Individual person / Student - R165 per person per annum

Please mark: Application for:

School;

Individual person / Student

STUDENTS: Please provide institution and student number: ………..……………………………………………... Name of school: ………………………………………………………………………………………………………….... AECYC registration number of school (if applicable): ………………………………………………………………... Name of owner/ principal: ……………………………………………………………………………………………....... Name of contact person: …………………………………….... Number of years school is in operation: ……….. Total number of children at the school: ……………………… Ages: .…………………….. to ..….……………….. Physical address: ……………………………………………………………………………………………………......... Postal address: ……………………………………………………………………………………................................ ………………………………………………………………………………

Postal Code: .…………

Tel: ………………………... Cell Phone: ………………………… E-mail: …………………………………………

VVOS – AFFILIASIEVORM: 2015 (onderstaande fooie betaalbaar in 2014) Affiliasie fooi (Sluit die tweejaarlikse digitale kopieë van Kleuterklanke / Learning Years Tydskrif in asook korting op registrasie fooie vir seminare / werkswinkels). Skole - R495 per skool per jaar (al die skool se personeel kom in aanmerking vir korting op seminare) Individu / Student - R165 per persoon per jaar

Merk asb: Aansoek vir:

Skool;

Individu / Student

STUDENTE: Verskaf asb. instelling van onderrig, asook studente nommer:……………………………………….. Naam van skool: .................................................................................................................................................. VVOS registrasie nommer van skool (indien van toepassing): ……………………………………......................... Naam van eienaar/ hoof: ..................................................................................................................................... Naam van kontakpersoon: ………………………………………… Aantal jare wat die skool bedryf word: ......... Hoeveelheid kinders in die skool: ……………………… Ouderdomme: …..…………….. tot ..….……………….. Fisiese adres: ........................................................................................................................................................ Posadres: .……………………………………………………………………………………………………………........ ……………………………………………………………………………… Tel: ………………………....

Selfoon: …………………………………

Poskode: ……………. E-pos: ………………………………….

Please post your affiliation cheque, made out to AECYC (VVOS) to the above address, or pay via internet transfer or a bank deposit.

Pos asseblief u tjek, uitgemaak aan die VVOS aan die bostaande adres of betaal per internet of bankdeposito. Name of account holder: Vereniging vir Voorskoolse Opvoeding en Sorg (VVOS)

Bank: ABSA Centurion. Branch Code: 630 445. Account number: 4053 351 955 PLEASE USE A CLEAR REFERENCE: SCHOOL OR INDIVIDUAL NAME